Abstract
Abstract
Equity in education begins with creating structures that support students inclusive of their social-emotional needs. Students exposed to trauma perform best in schools that adopt trauma-sensitive practices. Many of these trauma-sensitive practices naturally prepare students to learn social–emotional skills, as the trauma-informed staff also models social–emotional learning. Mastery of these skills leverages student success in school and adult life. This article focuses on one aspect of a larger qualitative case study of trauma-sensitive practices adopted by one elementary school to support all students, inclusive of students affected by trauma. The research presented in this article focuses on the intentional design of the school. The author uses the term intentional design to refer to specific structures and systems in place in the school to support a trauma-sensitive environment. This intentional design, which the author noted through observations and interviews, involved purposeful staffing, design of classrooms and other internal spaces, and schoolwide routines. These intentional design features, evolved from adopting trauma-sensitive practices, provide the framework and structure for students to build social–emotional competencies to help promote success in their schooling.
Publisher
Oxford University Press (OUP)
Subject
Education,Health(social science)
Reference31 articles.
1. Partner teaching: A promising model;Bronson;Education,2014
2. Designing classrooms to maximize student achievement;Cheryan;Policy Insights from the Behavioral and Brain Sciences,2014
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献